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Fractions Learning in Children with Mathematics Difficulties /

Jing Tian and Robert S. Siegler.

Book Cover
Main Author: Tian, Jing.
Other Names: Siegler, Robert S.,
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2016.
Topics: Fractions. | Mathematics Education. | Mathematical Aptitude. | Individual Differences. | Developmental Disabilities. | Children. | Numeracy. | Intervention. | Mathematics Achievement. | Learning Theories. | Comparative Analysis.
Genres: Journal Articles. | Reports, Research.
Online Access: ERIC - Full text online
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100 1 |aTian, Jing.
245 10|aFractions Learning in Children with Mathematics Difficulties /|cJing Tian and Robert S. Siegler.
264 1|a[Place of publication not identified] :|bDistributed by ERIC Clearinghouse,|c2016.
300 |a1 online resource (1 online resource (24 pages))
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
500 |aSponsoring Agency: Institute of Education Sciences (ED).|5ericd
500 |aContract Number: R305A150262.|5ericd
500 |aContract Number: R324C10000484324C.|5ericd
500 |aAbstractor: As Provided.|5ericd
506 |aAccess rights: Yes.|2ericd
516 |aText (Journal Articles).
516 |aText (Reports, Research).
520 |aLearning of fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children who, like the MD children in the U.S. score in the bottom one-third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD. [At time of submission to ERIC this article was in press with the "Journal of Learning Disabilities."]
524 |aGrantee Submission, Journal of Learning Disabilities 2016.|2ericd
650 07|aFractions.|2ericd
650 07|aMathematics Education.|2ericd
650 07|aMathematical Aptitude.|2ericd
650 07|aIndividual Differences.|2ericd
650 07|aDevelopmental Disabilities.|2ericd
650 07|aChildren.|2ericd
650 07|aNumeracy.|2ericd
650 07|aIntervention.|2ericd
650 07|aMathematics Achievement.|2ericd
650 07|aLearning Theories.|2ericd
650 07|aComparative Analysis.|2ericd
655 7|aJournal Articles.|2ericd
655 7|aReports, Research.|2ericd
700 1 |aSiegler, Robert S.,|eauthor.
856 40|3ERIC - Full text online|uhttps://eric.ed.gov/?id=ED569127

Staff View for: Fractions Learning in Children with Math